Autism Assessment for Children & Adults

Lycali provides autism assessments for children and young people where there are concerns about social communication, interaction, sensory processing, routines, flexibility, play, relationships or other developmental differences.

The most appropriate pathway will depend on the child's age, developmental profile, communication needs and the information already available. If you are unsure whether your child is ready for an assessment, please contact us and we can help guide you.

Yes. Many autistic adults are not identified during childhood.

Some people develop strategies for managing or masking social, communication or sensory differences, while others may only begin to recognise an autistic profile after learning more about autism, experiencing burnout, or following the diagnosis of a child or family member.

Autism assessment considers information from several different sources rather than relying on one test or questionnaire.

Depending on age and individual circumstances, the assessment may include:

• ADOS-2 structured clinical observation
• ADI-R or another detailed developmental-history interview
• Pre-assessment questionnaires
• Developmental history
• Parent or caregiver information
• School, nursery, college or educational-setting information where appropriate
• Informant information for adults where available
• Clinical interview and observation
• Information about sensory processing, relationships, routines, flexibility and everyday functioning
• Multidisciplinary clinical review

The exact assessment pathway is tailored to the person being assessed.

The Autism Diagnostic Observation Schedule – Second Edition (ADOS-2) is a structured clinical assessment used to explore social communication, interaction, flexibility, interests and behaviour.

The activities and conversation used during the appointment vary depending on the person's age, communication style and developmental level.

The ADOS-2 forms one part of the wider autism assessment and is not used by itself to determine whether someone is autistic.

The Autism Diagnostic Interview – Revised (ADI-R) is a detailed developmental interview usually completed with a parent, caregiver or someone who knows the person's developmental history well.

It explores areas such as early development, communication, social interaction, play, interests, routines and behaviour over time.

Where the ADI-R is not the most appropriate tool, another comprehensive developmental-history approach may be used.

No. The ADOS-2 is an important source of clinical information, but autism is not diagnosed from the ADOS-2 alone.

The clinicians consider the full assessment evidence, including developmental history, current presentation, functional impact, information from other settings and whether another explanation may better account for the person's experiences.

No. Autistic children can have a wide range of speech, language and communication profiles.

Some children have delayed speech or language development, while others develop spoken language within expected timescales but experience differences with conversation, social communication, understanding implied meaning, relationships, sensory processing or flexibility.

Yes. Eye contact alone does not determine whether someone is autistic.

Some autistic people make frequent eye contact, some make limited eye contact and others may consciously use eye contact because they have learned that it is socially expected.

Assessment considers the wider pattern of communication, interaction, sensory and developmental differences rather than individual behaviours in isolation.

Yes. Autism can present differently across individuals, and some girls and women may mask or camouflage their differences.

This can include copying social behaviour, rehearsing conversations, appearing socially confident while experiencing significant internal effort, developing intense but socially typical interests, or becoming exhausted after social interaction.

Masking or camouflaging describes the strategies some autistic people use to hide, minimise or compensate for autistic differences in order to fit into social expectations.

This may involve copying other people's behaviour, scripting conversations, forcing eye contact, suppressing movements or sensory responses, or carefully monitoring how they appear to others.

Masking can make autism less obvious to other people and may contribute to exhaustion, anxiety or burnout.

This is common and does not automatically rule autism in or out.

A child may cope differently depending on structure, sensory demands, relationships, predictability and how much effort they are using to manage or mask their differences.

The clinician considers information from different environments and explores why presentation may vary.

No. Schools do not diagnose autism and the assessment outcome is not determined by whether an individual teacher believes that a child is autistic.

However, information from school or another educational setting can be helpful because it provides additional information about communication, relationships, sensory needs, flexibility and functioning in another environment.

Academic achievement does not rule out autism.

Some autistic children and young people achieve highly academically while experiencing significant difficulties with sensory processing, friendships, transitions, uncertainty, emotional regulation, social exhaustion or managing the demands of the school day.

Yes. Autism and ADHD can occur together.

Where both autism and ADHD appear relevant, Lycali can discuss whether a combined Autism & ADHD assessment may be the most appropriate pathway.

Yes. Autistic people may also have ADHD, dyslexia, dyscalculia, developmental coordination differences, speech and language differences or other neurodevelopmental profiles.

The assessment aims to understand the whole person's profile and identify where further assessment or support may be helpful.

An existing ADHD diagnosis does not prevent someone from being assessed for autism.

The clinician will consider areas of overlap between ADHD and autism alongside evidence that may indicate a distinct autistic profile.

You can still contact Lycali about an adult autism assessment.

Developmental information is valuable, but we recognise that some adults do not have access to a parent, caregiver or other person who knew them in childhood.

Where this is the case, the clinician can discuss what other sources of developmental evidence may be available and whether the assessment can proceed appropriately.

No. Old school reports can sometimes provide useful supporting information, but they are not required in every case.

If you have historic reports, educational records or previous assessments, you are welcome to provide them as part of the assessment.

Yes. Autistic people can also experience anxiety, depression, trauma-related difficulties and other mental health needs.

Part of a comprehensive assessment involves considering the person's wider emotional and developmental history and understanding whether different conditions may be occurring together.

The purpose of assessment is to develop a clearer understanding of the person's profile rather than simply to confirm a diagnosis.

If diagnostic criteria for autism are not met, the clinicians will explain the findings and, where possible, discuss other factors that may help make sense of the person's experiences and support needs.

Recommendations and possible next steps will be included where appropriate.

Yes. Following clinical review and feedback, Lycali provides a comprehensive report summarising the assessment evidence, outcome and personalised recommendations.

Recommendations may relate to education, workplace adjustments, communication, sensory needs, emotional wellbeing, daily functioning or further support.

PDA is commonly used to describe a profile where a person experiences a strong need for autonomy and significant distress or anxiety around everyday demands.

Lycali can consider and describe demand-avoidant characteristics within a comprehensive autism assessment where clinically relevant.

PDA is not currently a separate standalone diagnosis within the main diagnostic classification systems used in UK clinical practice.

Where relevant, clinicians may describe the person's demand-avoidant presentation and include recommendations tailored to their individual needs.

It may include significant distress around demands, a strong need for autonomy, attempts to avoid or negotiate everyday expectations, rapid changes in emotional state, differences between settings and difficulty responding to traditional behaviour-based approaches.

It can. Recommendations may place greater emphasis on collaboration, flexibility, predictability, trust, reducing unnecessary demands and supporting emotional regulation.

Yes. Lycali provides post-diagnostic support including psychoeducation, neurodivergent coaching, psychological therapies, speech and language therapy where appropriate, and practical support around sensory needs, communication, emotional regulation, confidence and everyday functioning.